The Valuing of Mathematics Learning in Schools: A Gendered Perspective

Authors

  • Tasos Barkatsas RMIT University, Melbourne
  • Huk Yuen Law The Chinese University of Hong Kong, Shatin
  • Wee Tiong Seah University of Melbourne, Melbourne
  • Ngai Ying Wong Education University of Hong Kong, Ting Kok

DOI:

https://doi.org/10.12928/ijeme.v3i1.11648

Keywords:

Asian learners, Gender, Hong Kong, Culture, Values

Abstract

In this article, gender differences in the valuing of mathematics by Hong Kong primary and secondary students have been investigated. The participants were 1081 upper primary school (Grades 5 and 6) and secondary school (Grades 8 and 9) students from various metropolitan Hong Kong schools. An Analysis of Variance (ANOVA) was conducted to investigate the existence of gender differences on a number of values components. Statistically significant differences between boys’ and girls’ valuing of mathematics learning were found on three of the nine components derived via a Principal Component Analysis (PCA).

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Published

2019-03-06

How to Cite

Barkatsas, T., Law, H. Y., Seah, W. T., & Wong, N. Y. (2019). The Valuing of Mathematics Learning in Schools: A Gendered Perspective. International Journal on Emerging Mathematics Education, 3(1), 41–56. https://doi.org/10.12928/ijeme.v3i1.11648

Issue

IJEME, Vol. 3 No. 1, March 2019

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